發(fā)布時(shí)間：2019-04-26 15:21

【摘要】：圖形與幾何是初中數(shù)學(xué)課程的四個(gè)部分之一,幾何教學(xué)是初中數(shù)學(xué)教師面臨的一大挑戰(zhàn),因?yàn)榇颂幨墙虒W(xué)的重點(diǎn),也是學(xué)生學(xué)習(xí)時(shí)的最大難點(diǎn)。數(shù)學(xué)課程標(biāo)準(zhǔn)也一再對(duì)幾何部分的教學(xué)設(shè)計(jì)和教學(xué)要求進(jìn)行改動(dòng),把重點(diǎn)放在培養(yǎng)學(xué)生的空間觀念、幾何直觀和推理能力上。學(xué)生思維發(fā)展的差異也從學(xué)習(xí)幾何后變得極其明顯,有很多學(xué)生對(duì)幾何部分學(xué)的不好,因此對(duì)數(shù)學(xué)的學(xué)習(xí)失去了信心,甚至是厭學(xué)。所以教師的幾何教學(xué)設(shè)計(jì)就顯得尤為重要,而范希爾的幾何思維水平理論則是現(xiàn)在幾何教學(xué)中比較成熟的理論。本文意在用范希爾幾何思維水平理論編制試卷,抽取內(nèi)蒙古自治區(qū)兩所初中八年級(jí)學(xué)生為研究對(duì)象,調(diào)查分析八年級(jí)學(xué)生的幾何思維水平達(dá)到什么程度,并通過訪談和問卷調(diào)查來了解學(xué)生在幾何學(xué)習(xí)中遇到的問題。通過研究發(fā)現(xiàn):內(nèi)蒙古自治區(qū)赤峰市兩校八年級(jí)640名學(xué)生的幾何思維水平測(cè)試結(jié)果來看,能達(dá)到5—水平的有58人,占總數(shù)的9%。僅達(dá)到4—水平的有128人,占總數(shù)的20%。僅達(dá)到3—水平的有275人,占總數(shù)的43%。僅達(dá)到2—水平的有128人,占總數(shù)的20%。僅達(dá)到1—水平的有51人,占總數(shù)的8%。學(xué)生的幾何思維發(fā)展情況不好,也就是說在幾何教學(xué)中教師沒有很好的幫助學(xué)生向高水平過渡。
[Abstract]:Figure and geometry are one of the four parts of mathematics course in junior middle school. Geometry teaching is a great challenge for junior middle school mathematics teachers because it is the focus of teaching and the most difficult point for students to learn. Mathematics curriculum standards have also repeatedly changed the teaching design and teaching requirements of geometry, focusing on the cultivation of students' spatial concept, geometric intuition and reasoning ability. The difference in the development of students' thinking has also become very obvious after learning geometry. Many students are not good at geometry, so they have lost confidence in the study of mathematics, and even are tired of learning. Therefore, the teacher's geometry teaching design is very important, and van Hill's geometry thinking level theory is the more mature theory in the present geometry teaching. The purpose of this paper is to draw up the test paper with the theory of Van Hill's geometric thinking level, and take the eighth grade students from two junior middle schools in Inner Mongolia Autonomous region as the research object, and investigate and analyze the degree of geometric thinking level of the eighth grade students. And through interviews and questionnaires to understand the students in geometry learning encountered problems. According to the results of the geometric thinking test of 640 students in Grade 8 of Chifeng City, Inner Mongolia Autonomous region, 58 students (9% of the total) could reach the 5-level. Only 4-level of 128 people, accounting for 20% of the total. At just 3-level, 275 people, or 43% of the total. Only 128 people, or 20% of the total, reached the 2-level. Only 51 people reached the 1-level, or 8% of the total. The development of students' geometry thinking is not good, that is, in geometry teaching, teachers can not help students to transition to a high level.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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本文編號(hào)：2466186